EFFECTS OF MALNUTRITION ON THE ACADEMIC PERFORMANCE

OF STUDENTS IN SENIOR SECONDARY SCHOOL NORTHERN

NIGERIA

ABSTRACT

The purpose of this study was to find out the rates of malnutrition

within study area. it investigates the causes of malnutrition among

students in the study community; it also examines the effects of

malnutrition on academic performance in students of school going age.

This is because government has made education for all students

available. For any nation to prosper it must have educated the citizens.

Therefore since students are leaders of tomorrow, their needs should be

catered for. The researcher viewed literature from other researchers

which showed that nutrition is very important as far as nurturing a child

is concerned and that malnutrition has a lot of negative effects on the

wellbeing of the child.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Malnutrition has been defined as the cellular imbalance between supply of

nutrients and energy and the body’s demand for them to ensure growth

maintenance and specific functions. It is simply refers to as a medical

conditions caused by an improper or insufficient diet (Ebuehi, 2012).

According to Sawaba (2006) malnutrition occurs when hunger goes on in

such intensity and for such a long time period of time that they start to

interfere in the body’s energy supply. Serious malnutrition can cause

neurological impairment which can cause physical and mental deficiencies

that could jeopardize learning. The study of Dobbing (1972) has shown

that serious malnutrition cases can cause the changes in the central

nervous system (responding for the intellectual function of the individuals)

that fall upon the brain anatomy reduction of the weight, size volume ,

number of cell amount of myelin. In Nigeria poor academic performance of

students have majorly been blamed on the following factors; lack of

commitment by teachers/ incompetence’s, teacher teaching method school

location , poor / falling standard of education. Little attention has been

paid to family socio-economic factor responsible for among other things the

supply of adequate nutrition responsible for cognitive development of the

child. To this end several teaching methods have been researched and

suggested to improve the academic performance of students, yet the

outcry of poor academic performance by the parents and citizenry continue

unabated. Nigeria adult population comprises of majorly people whose

wages hardly give them three square meals in all the thirty days in a

month. According to expenditure survey over 50% of the household in the

country live below poverty line. Poverty has been found out to be the main

cause of malnutrition in Nigeria (Ebuehi, 2012). Little wonder the Academic

Staff Union of Universities (ASUU) slogan ‘’take home can’t take me home’’

leave much room to desire of salary and wages in Nigeria the question that

is begging for answer is, how many homes of civil servants and private

entrepreneurs’ can afford the basic need grocery package idealised by law

in developed nations of the world. To Sadley (2006) the basic grocery need

for four person per day include 6kg of meat; 4kg of beans; 3kg of rice,

7.5litre of milk; 1.5kg; of wheat flour; 6kg of potatoes 9kg of tomatoes;

6kg of tread; 60mg of coffee; 3kg of sugar; 750g of oil butter and 7.5

dozen of banana. According to research study of Tavas (2005) food

insufficiency is a serious problem affecting students ability to learn.

Offering in healthy breakfast is an effective measure to improve academic

performance and cognitive functioning among undernourished population.

Over the years male students have been described to be better in subjects

involving extraneous scientific calculations. This was revealed in the study

of Olusi (2006) who asserts that the male students perform better in

mathematics and physics in WAEC and NECO examinations. And that

school location which is responsible for school type, infrastructure and the

availability of teaching materials and qualified teachers has proved to be

responsible for students’ performance. Though some result have prove

otherwise, but the question is how a pschool without adequate facilities for

effective teaching and learning provide good results if examination

malpractices were not indulge in by candidates.

1.2 Statement of the Problem

Better nutrition has been shown to have an impact on both cognitive and

spatial memory / academic performance Students with histories of either

type of malnutrition confined to infancy had significantly lower scores on

the national high school examination than healthy comparison

students. The Nigeria national minimum wage of #18,000:00 which some

states of the federation are still battling to pay cannot afford the basic

grocery needs of average family. According to Averett and Stifle (2007)

who study the effect of students over and underweight on the cognitive

functioning find that malnourished students tends to have lower cognitive

abilities when compared to well nourished. Students who do not get

enough to eat are likely to suffer from stunted growth and hindered mental

development. Studies have shown that food insufficiency is a serious

problem affecting students’s ability to learn. And that offering a healthy

breakfast is an effective measure to improve academic performance and

cognitive functioning among undernourished population.

In 1990s when 50% of students who enrolled in the first grade s of

elementary school failed over the country in Brazil the studies of Riberiro

(1991 & 1993) showed that the poor academic performance of lower

classes students resulted from deficiencies in their bio psychosocial

development. Further the study revealed that the lower classes students

fail in school because they have cognitive deficit, motor perceptive and

emotional development delay deficiencies among others. The problem was

deduced to incorrect eating habits, and existence of eating patterns, the

lack of care by mother or neglect in the students feeding. In other words,

malnutrition was the cause of poor academic performance in response to

this development the government introduced in-school feeding to help

reduced the problem of the students from the poor family.

In Nigeria poor academic performances of students have been repeatedly

reported not to shown significant improvement by National Examination

Council (NECO) and West African examination council (WAEC). The probe

of this study therefore is to determine the level of malnutrition of students

in schools in Northern Nigeria.

1.3 The purpose of the study

The study was intended to examine the effects of malnutrition on

academic performance of school going age students in Northern Nigeria.

1.4 Research objectives

1) To examine the factors responsible for students’ malnutrition.

2) To examine the academic progress of malnourished students.

3) To find out possible ways of curbing malnutrition among secondary

school students

1.5 Research Questions

1) To examine the factors responsible for students’ malnutrition.

2) To examine the academic progress of malnourished students.

3) To find out possible ways of curbing malnutrition among secondary

school students

1.6 Significance of the Study

The findings from this study will benefit parents, the school administrators

and the government/ employers of labour. To the parent the result will

reveal the level of malnourishment. The school administrators will

appreciate the level of malnourished students. This will help in checking

unnecessary academic demand on the students. To the government and

employer of labour, the need to revisit to issue of salary and wages of

workers becomes paramount to meet the basic need of the family.

 CHAPTER TWO

LITERATURE REVIEW

2.1 Theoretical Framework of the Study

This study relies on Maslow’s hierarchy of individual’s need. It provides the

framework for the conceptualization and understanding of the relationship

existing between nutritional needs or food and academic achievement.

Abraham Maslow’s (1943) arranged human needs in hierarchical manner

from the simple or basic to intricate needs in increasing order of

importance as physiological needs, safety needs, belongingness and love

needs, esteem needs, and the need for self-actualization. Maslow (1943)

describes the body’s physiological need for food, especially in terms of

maintaining homeostasis of water, salt, macronutrients, vitamins, minerals,

and temperature within the bloodstream. Achievement which simply

connotes attainment, success or accomplishment is the desire of every

individual because everyone has a need for self-esteem i.e. need to be

regarded, valued recognized or respected. According to Maslow, man’s

secondary need is the physiological need that must be satisfied, without

which every other need is unimportant. In addition, Maslow opined that

once the needs at the lower level are met or satisfied, needs at higher
levels begins to surface and governs the individual’s thoughts and actions

because the satisfaction of lower needs drives one towards higher needs.

Going by the Maslow’s hierarchy of need, the need for achievement will not

drive an individual’s thoughts and actions until the basic physiological

needs (nutritional needs or food) are gratified. This presupposes that a

hungry student cannot be driven to engage in any meaningful learning

activities that require one’s cognitive processes, attentiveness, alertness,

active engagement, and concentration to achieve academic success until

he or she is well fed. And so, Maslow’s hierarchy establishes an association

between food and academic achievement.

2.2. Eating Habit and Academic Achievement

A review of the link between dietary intake and achievement carried out

by Burrows, Goldman, Pursey and Lim (2017) showed that the overall

quality of diet correlate with academic achievement of students and

adolescent. Again studies on the influence of nutrition on achievement of

school students has established that malnourished students or students

who eat imbalanced or unhealthy diets exhibits certain kind of behaviours

that can hamper learning and academic performance (Kleinman et al.,

1998; ASFSA,1989; Parker, 1989). Such bahviour problems may include

irritability, apathy, inattentiveness, and lower self-esteem. Research also

reveals that the level of students nutrition can directly modify mental ability

of school-aged students. For example, hunger following insufficient food

consumption is reported to be related with lower grades, higher rates of

absenteeism, repetition of class or a grade, and inability to focus or pay

attention among students (Taras, 2005; Pollitt, Cueto and Jacoby,1998;

Alaimo, Olson and Frongill, 2001). Lieberman (2003) noted that amino acid

and carbohydrate can enhance perception and reasoning. Iron deficiency

can decrease the transmission of dopamine and thus, affects cognition

adversely (Pollitt,1993). Lack of or inadequate intake of fruits, vegetables,

or dairy products is linked with lower grades among students (MacLellan,

Taylor, and Wood, 2008; Neumark-Sztainer, Story, Resnick ,and

Blum,1996). Also, deficiencies in vitamins and minerals such as thiamine,

vitamin B, vitamin E, iodine, and zinc have been reported to impair

cognitive abilities and mental attentiveness (Gustafson, 2010; Chenoweth,

2007). In addition, deficits of some vitamins like vitamin A, B6, B12, C,

folate and minerals such as iron, zinc, and calcium are correlated with

lower grades and higher rates of absenteeism and lateness among

students (Taras, 2005; Kleinman et al.,2002). Furthermore, research

showed evidence of improved academic grades and standardized test

scores, reduced absenteeism, and increased cognitive performance (e.g.

memory) of student following student participation in the United States

Department of Agriculture (USDA) School Breakfast Program (Bradley and

Green,2013; Taras, 2005). Literature have also proved that the most

researched meal time and its impact on learning is the breakfast. Breakfast

is the first meal taken in the morning of each day. It is the meal that

provides the first source of nutrients and energy for the day, and so helps

the brain deal successfully with the demands of the morning (Bellisle,

2004). Eating breakfast can enable the brain acquire the nutrients and

energy necessary to function effectively to promote mental and body

coordination as well as cognitive activities such as thinking, memory,

attention and learning. According to Marquez et al (2001) performance of

students on vigilance attention, logical reasoning, arithmetic and problem

solving is improved once students consume breakfast. To Vishnukumar,

Sujirtha and Ramesh, (2017), Adole and Ware (2014), Gajre, Fernandez,

Balakrishna and Vazir (2008), Widenhorn-Müller, Hille, Klenk and Weiland

(2008) eating breakfast is correlated with learning outcome and better

performance of school students in school activities. Skipping breakfast was

also found to have relationship with decreased cognitive performance (such

as rate of alertness, attention, memory, processing of complex visual

display, problem solving) among students ( Gajre, Fernandez, Balakrishna

and Vazir,2008; Widenhorn-Müller, Hille, Klenk and Weiland, 2008; Benton

and Jarvis, 2007). Adole and Ware (2014) carried out an assessment on

the association between breakfast eating habits and cognitive performance

of early adolescents in Shebedino District, Sidama Zone, Southern Ethiopia.

In the study a sample of 211 early adolescents aged 11 – 13years old

randomly selected from 4 kebeles responded to both questionnaire that

assesses breakfast eating habits, socio-economic and demographic factors,

and Kaufman Assessment Battery for Students -II tests used to measure

cognitive performance. Results indicated significant association between

regular breakfast eating habits and Simultaneous scale and Pattern

Reasoning (P <0.001), mother education (P<0.001), and Sequential scale

accounting for 13.7% variation. It is also significantly

associated with Pattern Reasoning accounting for 31.6 % variation.

Vishnukumar, Sujirtha and Ramesh (2017)carried out an exploratory cross

sectional study to assess and compare the nutritional status,

academic achievement and behaviour of school going students eating

breakfast and those skipping it. The study was conducted using a sample

size of 195 school going students within the age range of 10-16 years old

obtained from selected schools in Batticaloa district of Sri Lanka. In the

study data on background characteristics and breakfast consumption habits

were collected using questionnaire while data on the students’s food intake

was obtained using the 24-hour dietary recall method. From the results of

the study, the researchers found that breakfast skipping was common

among school going students. Again, they found significant difference in a

number of parameters like memory (p<0.01), concentration (p<0.01),

grades obtained (p<0.01), attendance (p<0.01) amidst others, between

breakfast skippers and non-breakfast in favour of the non-breakfast

skippers. The study therefore reveals that skipping breakfast negatively

influences the nutritional status as well as the school performance of the

students.

2.3 Influence of malnutrition on learning potential and wellbeing

of students

According to Galal (2003), malnutrition means undesirable kind of

nutrition leading to ill health. It results from a lack excess or imbalanced

of nutrient in the diet. Malnutrition is holding back the education of

millions of students throughout the world. Malnutrition in early childhood

can affect school attitudes, school enrolment, concentration and

attentiveness. Students with a history of severe malnutrition perform less

well on Intelligent Quotient (IQ) and general knowledge tests than

students in matched comparison groups.Under-nourishment also impairs

the ability to concentrate, learn and attend school regularly. Good

nutrition will strengthen the learning potential of students, enable them to

learn effectively and thus maximize investments in education.

Poor nutrition as a factor influencing academic performance

The news is full of stories and articles about the rising in poor academic

performance among students who even have to buy essay papers from

academic writers. However, many people do not realize that, poor

nutrition and poor health also lead to learning problems (Galal, 2003).

Historically, analyses aimed at improving accessibility and quality of

schooling in countries struggling with educational issues have focused on

school related factors, such as location, the availability of teaching

materials, teacher quality and instructional management. Demographic

and socio-economic characteristics of households are also frequently cited

as important determinants of school participation and school achievement

(Rutter, 2006).

However studies have shown that undernourished students have lower

attendance, shorter attention span, lower performance scores, and more

health related problems than their well nourished counterparts among

Eight hundred million students from a substantial fraction of the world’s

2000 population, a number that is growing by about 10 million each year.

The resulting pressure on schools implies the need for cost effective

approaches that support both education and health; the key is the

nutrition/learning nexus centre (Galal, 2003).

Poor academic performance of students

Derville (2004), defined poor performance of a child as “one whose

standard of work falls below that reached by majority of his or her age

mates and educational group”. He described them as being stupid and

lazy”. Ideally, this is not true of all students who perform poorly in their

academic work, and the teachers who regard them this way are often too

lazy to find out the reasons why such students perform poorly.
2.4 Relationship between nutrition and academic performance at

school

Parker (1996), opined that nutrition is related to academic performance;

what could responsible for this? He asked staring the reasons that could

the human brain needs a large number of nutrients including vitamins,

minerals and amino acids to produce neurotransmitters and other

important brain compounds.Brain chemistry can change as a result of lack

of a single nutrient giving rise not only to diminished mental acuity but

also to mental/emotional disturbances and behavioural disorders such as

hyperactivity, attention deficit disorder, anxiety, depression, eating

disorders (anorexia and bulimia), drug and alcohol addiction, autism and

violence. Consequently, could lack of nutrients result to mental/emotional

disturbances? Or could plastic brain repair itself as a result of improved

nutrition? The answer appears to be a resounding “yes” as a result of

changes in school diet. A study by Brown (1996) showed that English

students with attention deficit disorder demonstrated the salutary effects

of imposing a regular nutritious diet. For a period of three to four weeks,

the students were on a very restricted diet, generally consisted of turkey,

lamb rice, potato, banana, pear, various vegetables, bottled water, such
flower oil and milk-free margarines. The results were fairly astonishing.

76% of parents reported a worthwhile improvement in behaviour of their

students/students as well as in their academic performances. The rest

reported no change. Equally interesting, for the students who improved

the subsequent introduction of food additive into the diet resulted in a

deterioration in behaviour for 70% of the participants.

Parents who are looking for professional assistance should consider a

residential programme where students are trained and taught new habits

about food and nutrition (Brown, 1996). Many studies show a direct link

between nutrition and academic performance For example increased

participation in breakfast programs is associated with increased in

academic test scores, daily attendance and class participation, stories also

show a direct link between physical activities and academic performance

and between academic achievement and fitness (Salazor, 1997).

1.5 Causes of poor nutrition

The causes of poor nutrition according to Action Renter (1995) include the

following;
Poverty: When parents are poor due to low economic status, low income,

job loss, unemployment, the student suffer poor nutrition or hunger.

According to Community Childhood Hunger Identification Project (CCHIP)

conducted by the Food Research and Action Center (1995) at any given

time, 8% of American students under the age of 12 are at risk of hunger

for a total of 13.6 million students experiencing food insecurity in America.

This is supported by more recent data from the USDA (United States

Development Agency) which comes to very similar conclusion; in 1998,

nearly 20% of US students experienced hunger or food insecurity.

Depression: This is a medical condition in which a person feels very sad

anxious and often has physical symptoms such as being unable to sleep,

eat, think (cognitive), etc. Poor nutrition can also be caused by depression

as a result of the person or a student will not feed well (Ritche, 2001).

Awareness/ignorance of education: There is a regular saying which states

that ignorance is a disease. Ukpore (2005) opined that the study of food

nutrition exposes a person to the right sources of food to the social

culture, economic and psychological implications of food and food habits.

This therefore means that education is important.

According to Ritche (2001), nutrition education is aimed at making people

aware of the problem of hunger, malnutrition and the consequences of

starvation. Students who lack the knowledge and the importance of good

food or good nutrition are prone to have problems.Beliefs and knowledge

influence students’ diet. Students who believe in the benefits of healthy

eating are likely to have a healing diet (FAO, 1998).

Infectious diseases: The connection between food and sickness is well

established. Food borne and infectious diseases can result in malnutrition.

Poor nutrition leaves students and adult more susceptible to contracting

life-threatening diseases such as diarrhoea and respiratory infections.

Under-nutrition: (Not getting enough to eat on a regular basis) and being

poor can delay brain development and ability to learn. The longer the child

does not get enough to eat, the greater the chance of learning delay.

2.6 Effects of poor nutrition on learning ability

Tara Consultancy Services (TCS) India- a member of the partnership of

Child Development, Oxford University evaluated Gujaarat’s Improved Mid-

day Meal Programme (MDMP) (1993 – 1996). The implementer was the

commisionerate of MDMP, government of Gujaarat and the program

involved nearly 3 million school students. The nutritional health problems

of the deprived school students included hunger, unsafe water, intestinal

worms, urinary tract infections and malaria. The older boys and girls

which are from 11 to 15 years were under nourished than younger

students impediment to cognition and physical work capacity, night

blindness and impaired vision, absenteeism are due to illness, tiredness

and irritability. The improved MDMP consisted of deworming and vitamin;

A dosing twice a school year, etc. other causes of poor nutrition are; lack

of adequate food, poor food distribution programme and overpopulation.

Poor nutrition hampers academic achievement

Study demonstrated by Nutrition and Academic for kids in a New York

study, many students experienced malnutrition that was too slight for

clinical signs yet still affected their intelligence and academic performance.

This impairment can be corrected through improved nutrition. Among

fourth grade students, those having lowest amount of protein in their diet

had the lowest achievement scores. Iron deficiency anaemia leads to

shortened attention span, irritability, fatigue and difficulty with

concentration.
Consequently, anaemic students tend to do poorly on vocabulary, reading

and other tests. Students who suffer from poor nutrition during the brain’s

most formative years score much lower on tests of vocabulary, reading

comprehension, arithmetic and general knowledge (Action for Health Kids,

2004)

Students’ inability to learn due to poor nutrition

According to Medford (1995), the relationship between nutrition and the

ability to learn is clearly established. Malnutrition can restrict brain

development resulting in impaired learning and cognitive functioning.

Recent research provides compelling evidence that under nutrition even in

its milder forms can have detrimental effects on the cognitive

development of school students. Mild to moderate poor nutrition can

result in nutrition deficiencies the most common of which is anaemia.

Anaemia can affect lethargy, lack of concentration and depending on the

severity impair cognitive development, anaemic also lead to increased

susceptibility to infectious disease.

2.7 Major consequences malnutrition

Malnutrition causes death and impairs the growth and development of

millions of students. Poor nutrition disrupts growth and weakens the

mental development of students producing less healthy and less

productive adults. For example protein-energy malnutrition (PEM) affects

about 200 million students worldwide. This has recently risen in African

and South-East Asia. Iron deficiency affects approximately 200 million

people in the developed countries. Vitamin A deficiency puts 250 million

students worldwide at risk of blindness while Iodine deficiency is

estimated to affect over 800 million people worldwide. Over 40 million

people are affected by some degree of Iodine deficiency related brain

damage. Iodine deficiency cause mental retardation, delayed motor

development, stunted growth, speech and hearing defects (Galal, 2003).

Even moderate under nutrition can have lasting effects and compromised

cognitive development and school performance. All these effects of poor

nutrition comprise of students attendance and affects academic

performance at school. Other effects of poor nutrition are death, heart

disease, cancer, stroke, liver disease, diabetes, osteoporosis, abnormal

rarefaction of bone state, arteriosclerosis (abnormal narrowing and

hardening of fatty vessels), obesity and so on. As observed by EPP rights

(1964), poor nutrition is to be associated with high death rate and low

experiences of life. High morality in infancy and early childhood disease

and among women during the child bearing period increase susceptibility

to many diseases such as tuberculosis and impaired walking capacities.

2.8 Who is responsible for poor nutrition?

Adequate nutrition is necessary if students are to become fit and

productive adults, able to fulfil their responsibility in school. According to

Richard (2001), it is widely recognized that a child’s academic

achievement is the product not only of the quality of school the child

attends but also of the education and educational preparation the child

has received outside the school in the family, community and from peers.

A predisposition to learn can be enhanced by environmental conditions,

whether a child is well nourished, as appropriate health care and has

other physical necessities for learning e.g. stable housing that provides a

place to study.

There are so many people who are responsible for the problems/causes of

poor nutrition. The individuals, parents, schools and the government are

involved (Richard, 2001);

a. The Individual

Students lack the knowledge of nutrition and so they eat what they like

and what their parents can afford. These and their lifestyle predispose
them to poor nutrition as increasing knowledge is not enough. Students

need to know how to select more healthy food and how to prepare them

especially those in the hostel (Fleck, 2009).

b. Parents

There is also need to direct parents as to the type of help they could

give/offer to their students. Some parents (especially mothers) do not

care whether their students eat or not while some do not bother about

what their students eat. The parents also lack the knowledge of nutrition

and offer anything to their students to eat. The emphasis is that “provided

the stomach is filled”. This leads to their being responsible in the problem

of students poor feeding or nutrition (Umukoro, 1997).

c. Schools

In educational research and policies, most educators, researchers and

policy makers assumed that schools are the secondary determinants of

students’ achievement and that the influence of families, communities,

peers and brother social forces are only modifiers (Richard, 2001).

The school is where many things are supposed to be learnt; nutrition

education has been showed to have a significant effect in fostering

healthy eating habits. Schools contribute to increasing nutrition problems

by not defining a comprehensive health education curriculum for the

teaching of the bases and by not monitoring what is sold to the students

as food during break in school.

d.Government

According to Tanner (2012), malnutrition is a major contributory factor to

poor academic performance of school students in the developing world as

a result of poverty or poor dietary decision made by their parents due to

inadequate nutritional knowledge. In addressing the reason for this, he

stated that local, state and federal/national leaders (government) have

not paid adequate recognition to the importance of good nutrition; there

is lack of adequate food and poor distribution programme. Government

political instability has also contributed to the problem as policies geared

at addressing this problem over the years in various countries are usually

abandoned as soon as there is a change in regime.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter looked into research methodology that was used by the

researcher to work out his findings. The chapter covered the research

design, study area, sample size, sampling techniques, data collected,

research instruments used, target population, procedures of the study and

data analysis.

3. 1 Research methodology
 The collection of data in this research was done by questionnaires and

respondents answering and returning them.

3.2. Study area

The research carried out study in selected schools of Northern Nigeria.

3.3 Sampling procedure

Sample random sampling procedure was used. this method gave every

school equal chance to participate in the study.

3.4 Sampling size and technique

The researcher took a sample size of ten teachers. Out of ten schools the

researcher used one teacher per school and one parent per school. All of

them totaling to twenty respondents

3.5 Target population

The research target population of ten parents and ten teachers of selected

secondary schools in Northern Nigeria.

3.6 Procedures of the study

The researcher secured the covering letter from the university to authorize

her to carry out the study. The researcher also requested a permission

letter from the head teachers of the sampled schools which allowed her
specific dates and she visited the schools so as to collect the data from

the teachers. 3. 7 Instruments

The researcher devised his own questionnaire which was made purposely

for the study.

3.8 Data analysis

The researcher embarked on the analysis of the questionnaires which was

distributed to the respondents in selected secondary schools in Northern

Nigeria. The researcher analyzed the data and presented them in

frequency tables.

CHAPTER FOUR

DATA PRESENTAION, ANALYSIS AND PRESENTATION

4.0 Introduction

This chapter deals with the presentation, analysis and interpretation of

data as collected from the field. The chapter specifically shows the

description of respondent by gender; examine the factors responsible for

malnutrition, problems faced by malnourished students and to find out

possible ways of curbing malnutrition

4.1 Description of respondents

The researcher used parents and teachers to answer the questionnaire. in

all, ten (10) teachers and 10 parents answered the questionnaire making a

total of 20 respondents. Table 4.1 gender of respondents

Category Male Female Total

Teachers 5 5

Parents 5 5

Total 10

Source: field data

Table 4.1 above shows that a total of 20 respondents were used to

answer the questionnaire of which 5 were male and 5 were female. The

table also shows that gender was considered in the distribution of

questionnaire to ensure balance.

4.2 Malnourished students in schools

Teachers and parents were asked whether they agree or disagree that

there are malnourished students in their schools

Table 4.2 whether they agree that there are malnourished students in their

schools

Responses Frequency Percentage

Strongly agree 16 8

Agree 4 20

Disagree - 0

Strongly disagree - 0

Total 20 100

Table 4.2 shows a summary of their responses, fact that most of the

respondents strongly agreed that there are malnourished students in their

schools compared to 20% who agreed that there are many malnourished

students. This shows that are many malnourished in Northern Nigeria.

4.3 What is the causes of malnutrition

There are causes of malnutrition among students for example poverty,

ignorance, poor farming methods, lack of time to prepare food among

others. Respondents in this study were asked to identify the main causes

of malnutrition and their responses indicated in table 4.3.

 Table 4.3: Main causes of malnutrition

Reponses Frequency Percentage

Poverty 10 50

Ignorance 6 30

Poor farming methods 4 20

Lack of time to 0 0

prepare food

Total 20 100

The table 4.3 shows that poverty is the most common cause of

malnutrition in the zone. It therefore shows that poverty account for about

50% of malnourished cases followed by ignorance 50% and poor farming

methods respectively.

The implication here is that there is need to eradicate poverty in the zone

to help reduce malnutrition of students

4.4 Whether they agree that balanced diet can help reduce

malnutrition

Table 4.4: balanced diet can reduced malnutrition

Responses Frequency Percentage

Strongly agree 12 60
Agree 6 30

Disagree 2 10

Strongly disagree - 0

total 20 100

Source: field data

Table 4.4 above shows that many respondents strongly agree that when

students are given balance diet, they will not suffer from malnutrition. This

is supported by 60% respondents. The other respondents agreed as

supported by 30% and 2 respondents which accounts to 10% disagreed on

balance diet.

4.5 Failure of the mother to take their students to clinic

Teachers and parents were asked whether they agree or disagree that

failure of the mothers to take their students to clinic can lead to

malnutrition. Table 4.4 shows a summary of their responses in this regard.

Table4.5: Whether failure of the mother to take students to clinic can lead

to malnutrition.

Responses Frequency Percentage

Strongly agree 10 50

Agree 4 20

Disagree 2 10

Strongly disagree 4 20

Total 20 100

Source: field data

Table 4.5 shows that majority of the respondents strongly agreed that

failure of the mother to take their students to clinic regularly can lead to

malnutrition which translates to 50%. The other respondents agreed

translating to 20% while other two respondents were undecided which

make 20% and 10% strongly agreed on the question.

4.6 Problems faced by malnourished students

There are many problems faced by malnourished students in Northern

Nigeria and among them include poor academic performance, vulnerability

to diseases, frequent absenteeism, deficiency diseases, withdrawals e.t.c.

respondents in this study were asked to identify the main problems faced

by malnourished students. Their responses are indicated in table 4.6

 Table 4.6 shows summary of responses

Responses Frequency Percentage

Poor academic 12 60

responses

Slow growth 6 30

Withdrawal 2 10

Playful 0 0

Total 20 100

Source: field data

Table 4.6 shows that poor performance is the most common problem

faced by malnourished students in the zone. There are also other

problems like slow growth withdrawals among others. It therefore shows

that poor academic performance account to 60%. This means that out of

100 students 60% of them are malnourished other respondents said slow

growth which accounts to 30% is a problem experienced by students and

mother group of respondents point withdrawal which is represented by

10%. The implication here is that there is need to address the issue of

malnutrition to curb poor academic performance among learners.

4.7 Are malnourished students vulnerable to diseases

Teachers and parents were asked to agree whether malnourished students

are vulnerable to diseases.

Table 4.7: shows a summary of their responses

Responses Frequency Percentage

Strongly agree 16 80

Agree 4 20

Disagree - 0

Strongly disagree - 0

Total 20 100

Source: field data

According to table 4.7, respondents showed that they strongly agreed that

malnourished students are vulnerable to diseases which accounts to

80%. The other respondents agreed which constitute to 20%.

4.8 How often do malnourished students attend school?

Teachers and parents were asked to show the extended to which the

malnourished students attend school. Table 4.8: shows are summary of

their responses in this regard.

Table 4.8: How often do malnourished students attend school?

Responses Frequency Percentage

Oftenly 4 60

Rarely 12 40

total 20 100

Source: field data

Table above shows that majority of the respondents said that

malnourished students oftenly attend school as accounted by 60% while

others respondent that 40% rarely attended school. This therefore

indicated that malnourished students need assistance to be able to attend

school regularly. There is need therefore to educate the parents to end

malnourished students in school.

4.9 Main nutritional deficiency in schools

The respondents were asked to name main nutritional deficiency in their

schools. In this study the researcher wanted to establish the main

deficiency affecting students in the zone.

Table 4.9: Nutritional deficiency in schools

Deficiency Frequency Percentage

Kwashiorkor 4 20
Marasmus 12 60

Rickets 0 0

Anemia 4 20

Total 20 100

Source: field data

According to the table 4.9, respondents showed that the main nutritional

deficiency is marasmus which registered 60% followed by kwashiorkor and

anemia both supported by 20% respondents respectively. Generally the

zone is located in rid and semi arid lands, therefore there is no food hence

marasmus is the nutritional deficiency. There is need therefore to work for

alternative food and to educate the parents on importance of providing

enough food to their students.

4.10 Performance of malnourished students in games

In this study the researcher sought to find out the performance of

malnourished students in various games in various schools. In the

respondents were asked to agree or disagree whether malnourished

students perform well in games?" table 4.11 shows a summary of their

responses
Table 4.10 whether malnourished students perform in games

Responses Frequency Percentage

Strongly agree 0 0

Strongly disagree 14 70

Strongly disagree 6 30

Total 20 100

Source: field data

Table 4.10 shows that 14 respondents translating to 70% strongly

disagree those malnourished students perform well in games. The other 6

respondents translating to 30% agreed on the some. This shows that

majority of malnourished students perform poorly in games.

4.11 Possible ways of curbing malnutrition

The general factor responsible for students malnutrition is a serious

problem that needs an immediate solution from the stakeholders. This is

because as the number of students suffering from kwashiorkor and

marasmus. This leads poor academic performance slows growth among

others.
In this study, the researcher sought to find out the workable solutions to

curb the situation of malnutrition. A number of solutions were identified

and respondents including mainly teachers and parents were asked to

identify the best by casting their vote for each and every item as in

question. The subsequent sub- locations of this chapter show how

respondent reacted to the various solutions.

4.12 Main ways of curbing malnutrition

Teachers and parents asked to name the main ways of curbing

malnutrition. Table 4.13 shows a summary of their response

Table 4.11 way of curbing malnutrition

Responses Frequency Percentage

Guidance and 4 20

counseling

Balance diet 14 70

Breast feeding 0 0

Government support 2 10

Total 20 100

Table 4.11 shows that majority of the respondent cited balance diet as the

main way of curbing malnutrition in Northern Nigeria. The other 4

respondents said guiding and counseling which translates to 20% is

another way of curbing malnutrition while 10% sai9d government

supports the option.

There is thus need to address the effects of malnutrition by sensitizing the

people to fed their students with food containing balance diet.

Educating Parents On Importance Of Balanced Diet :the

respondents were asked to agree or disagree whether when parents are

educated on importance of balanced diet malnutrition will be needed.

Tables 4.12 show the summary educating parents on importance of

balanced diet.

Responses Frequency Percentage

14 70

Disagree 4 20

Strongly disagree 2 10

Undecided 0 0

Total 20 100
 Source field data

It is expected that education of parents on importance of balanced diet

will helps to solve the effects of malnutrition in Northern Nigeria. It is for

this reasons that researcher wanted to know whether the respondents

agree or disagrees.

Generally, respondents agreed which accounts to 70% as compared for

those who disagreed and 10% to those who strongly disagreed. This

means that stake holders play their role by educating parents in public

(barazas)

4.14 whether school feeding programm reduces absenteeism

The respondents were asked to agree or disagree whether school feeding

program can reduce absenteeism in schools. The table below shows the

summary.

Table 4.13: whether schools feeding program reduces absenteeism

Responses Frequency Percentage

Strongly agree 16 80

Strongly disagree 4 20
Undecided

Total 20 100

Source: field data

The table show that almost all respondents strongly agreed schools

feeding program adequately reduces absenteeism in most schools in the

zone.

This is evidently because 80% respondents strongly agreed while the rest

20% strongly disagreed.

The school feeding program in Mogowsok zone has been going on and

that is why most of the respondents hence experienced the impact and

they have strongly supported the program. The government therefore

needs to supply food regularly to all schools to solve the problem of

absenteeism.

4.14 Advices given to parents

Advice Frequency Percentage

Family planning 4 20

Regular medical 10 50

checkup
Crop farming 2 10

Avoiding cultural 4 20

practices

Total 20 100

Source: field data

According to table 4.14 respondents showed that a regular medical

checkup account to 50% is the best advice to be given to parents to curb

malnutrition. Consequently family and avoidance of cultural practices

accounting to 20% respectively were picked while crop farming which

attracted 10%

However, all the responses are ways of advising parents. regular medical

checkup attracted most respondents due to the fact that the zone

receives medical personal to sensitize and provide them with assistance to

curb malnutrition.

CHAPTER FIVE
 SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 Introduction

This chapter shows the summary of findings, conclusion taken on each

finding and recommendations. The area for further research is also

indicated here.

5.1 Summary of findings

This study discovered that there are malnourished students in many

schools in Northern Nigeria as cited by (80%) respondents. The study also

discovered that there are many causes of malnutrition among students in

the zone which has been contributed by poverty; poor farming methods

and lack of time to prepare food. The main cause poverty is as result of

poor weather conditions which results to drying of crops and conservation

of animals and people. Problems faced by malnourished students also

featured in the study. The study also found that most of the parents do

not take their students to clinic for medical checkup due to cultural beliefs.

Some of the problems faced by malnourished students include poor

academic performance, slow growth, and withdrawal from school among

others. However, the study discovered that malnourished students are

vulnerable to disease strongly as agreed by (80%) respondents. Other

students also do not attend school often as mentioned by (60%)

respondents. The researcher also noted that marasmus was the main

nutritional deficiency disease which is prevalent in the zone because

(60%) respondents mentioned. A number of intervention measures can be

undertaken to boast academic performance of students suffering from

malnutrition. If parents are guided and counseled on ways of managing

malnutrition students will do well in class. It is also evident that balanced

diet supported by (70%) is another way of curbing malnutrition among

students It is also evident that in most schools (70%) parents on

importance of balanced diet can help curb malnutrition. On the other hand

(80%) parents accepted that school feeding program also helps to reduce

absenteeism.

5.2 Conclusion

There are many malnourished students in the zone. The main cause of

malnutrition is poverty contributing about (60%) of malnutrition cases. If

this issues are addressed the students affected will be saved. There is

needed to take balanced diet especially in the case of growing students.

Educating parents on ways of curbing malnutrition is necessary in

Northern Nigeria. There is need for the government to come up and

create awareness on the effects of malnutrition as this will affect learning

in this geographical area. However, students who have experienced

prolonged periods of malnutrition, infections or sensory impairment

probably face accumulated learning deficits that must be addressed. Pre-

school programs, nutritional supplementation for at risk infants toddler

and malnourished mothers, as well as parenting education will make

importance long term contribution to school achievement. School snacks

and breakfast also appear to be important tools over-coming problems

associated with short term hunger.

5.3 RECOMMENDATIONS

Basing on the findings of the study the researcher recommends that: the

government should put up preventive measures to reduce malnutrition

and save the young ones. Parents should also be more careful in

upbringing their students so that they are not attacked by deficiency

diseases which may retarded growth among their students and impact

negatively on their academic careers such measures may include provision

of foods rich in balanced diet, regular medical attention. The ministry of

education needs to do something to boost academic performances of

malnourished students. This can be done through provision of food to

schools i.e. food programs. Stakeholders and ministry of education

officials should conduct guidance and counseling session to try and

encourages parents. This will also change the negative attitudes most

people have towards malnutrition. Parents of the affected students should

seek guidance and counseling from different personnel. Parents should

also try to their level best to maintain high standards of hygiene as this

may contribute to the outbreak of diseases. The community should be

mobilized on the effects of malnutrition on academic performance and the

general wellbeing of their students. Doctors should be encouraged to

recover stigma attached to malnutrition.

Introduce in-school feeding in all schools Improve salary and wages of

workers
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